persons with autism spectrum disorders - Aetapi

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16 with ASD can realise their potential and goals; 3. Access to all generally available psychological and medical treatments. To be examples of good practice, interventions must include four fundamental principles: 1. Individualisation: to reflect diversity in the spectrum and individual differences. 2. Structure: adapting the environment and monitoring methods to maximise participation. 3. Intensity and generalisation: long-term, systematic, daily interventions in different settings and involving all those in contact with the person with ASD ensures that skills learnt can be transferred to real life situations. Support and guidance from professionals in ASD for those responsible for interventions. 4. Family participation: parents are key elements in any professional intervention programme and must receive information, training and support that respects family values and culture. Other practical support is necessary to avoid discrimination and ensure the same quality of life as other European citizens. Persons with Autism Spectrum Disorders Those interventions that are best supported by the evidence as being examples of good practice include four fundamental principles: 1. Individualization: There is not, nor could there ever be, a single treatment that is equally effective for all persons with ASD. Diversity in the spectrum as well as individual skills, interests, life vision and circumstances mandate personalisation. 2. Structure: This requires adapting the environment to maximize each individual’s participation by offering varying degrees of predictability and stability, more effective means of communication, establishing clear short and long-term goals, defining the ways in which these goals can be met and monitoring the outcome of the methods chosen to meet these goals. 3. Intensity and generalisation: The interventions used should not be sporadic or short term, but applied in a systematic manner on a daily basis, across different settings, and by all those living and working with the person with autism. This will ensure that the skills acquired in more structured settings can be maintained in real life situations as well. Those responsible for carrying out the intervention should also have access to appropriate support and guidance from professionals with expertise in ASD. 4. Family participation: Throughout childhood, and beyond, parents must be recognised and valued as the key elements of any intervention programme. Information, training and support, always within the context of family values and culture, should be the common denominator of any professional intervention. Other important sources of support, such as babysitting, respite care, short breaks, or tax benefits should be available to avoid the discrimination that many of these families still face across Europe. Adequate support for social, medical and educational services is necessary to ensure that they are able to enjoy the same quality of life as other citizens. People interested in finding out more about the European good practice guidelines mentioned above or obtaining information about specific interventions or treatments, can access this for free from the Internet address listed in the section Sources of Information. There are different guidelines in English, Spanish and French.
Persons with Autism Spectrum Disorders THE SUPPORT PLAN SHOULD EVOLVE AS THE INDIVIDUAL PROGRESSES THROUGH THE LIFE CIRCLE Early Childhood In this period the principal framework for intervention is the normal developmental process and the goal will be to parallel this as much as possible. As soon as the diagnosis is made, a thorough functional assessment should be completed and a treatment plan implemented. A number of studies now demonstrate the benefits of early intervention, although there is great variation in outcome. Parents need continuous information and personal support after the diagnosis has been made. The contributory value of self-help organisations such as parents’ associations is evident. There is also a real need for home-based programs for challenging situations, something rarely available in the majority of European countries. Families and good nursery provision can, and should play a crucial role in counteracting social isolation and withdrawal by encouraging imitation and shared attention, promoting communication and fostering the development of social skills. There are also many other aspects to be considered in the personalised plan of young children with ASD. In particular, special attention should be given to crucial aspects of daily life at this age, such as feeding, eating, toilet training, sleep, play and behaviour. School-age Children At this age the establishment of an appropriate, individually tailored, educational curriculum will constitute main focus of intervention. The diversity of students with ASD makes it necessary to have access to a wide spectrum of educational possibilities. Although the European Union favours integration and mainstream school, this must not mean that students are left unsupported with untrained personnel. A balance should be sought for each individual depending on the local conditions and available possibilities, but the 2006 Autism Europe Position Paper on Education constitutes a fundamental framework detailing the way to go ahead. You can read about the European good practice guidelines, specific interventions and treatments on Internet. See the Sources of Information section. Early Childhood Intervention and goals refer to the normal developmental process. Full functional assessment and the implementation of a treatment plan must follow diagnosis. Early intervention can be beneficial. Parents need continuous information and support. Self-help organisations can contribute in this. Home-based programs for challenging situations are needed. Families and good nurseries play a crucial role in stimulating pretend and social play, communication and social skills. Personalised plans should also focus on the activities of daily life. School-age Children Intervention is based on an appropriate, individualised, educational curriculum. Students with ASD need a wide choice of educational possibilities. The European Union favours integration and mainstream schooling. 17
Page 1: For Diversity An AE official docume
Page 4 and 5: ABOUT THE AUTHORS Catherine Barthé
Page 6 and 7: 2 At present, Autism Spectrum Disor
Page 8 and 9: 4 There is also individual diversit
Page 10 and 11: 6 associated disorder itself needs
Page 12 and 13: 8 Research demonstrates that ASD is
Page 14 and 15: 10 Communication: failure to respon
Page 16 and 17: 12 There are a number of specialise
Page 18 and 19: 14 Diagnosis and assessment must le
Page 22 and 23: 18 The 2006 Autism Europe Position
Page 24 and 25: 20 In Europe scientific advances in
Page 26 and 27: 22 INTRODUCTION American Psychiatry
Page 28: AUTISM-EUROPE AISBL Rue Montoyer 39

persons with autism spectrum disorders - Aetapi

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